scholarly journals Designing Open-Ended Instruction for Improving Elementary School Student’s Critical Thinking Ability

2020 ◽  
Vol 5 (8) ◽  
pp. 47-52
Author(s):  
Ludiana Fitriyah ◽  
Siti Maghfirotun Amin ◽  
Tatag Yuli Eko Siswono
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Elementary School Students ◽  
Fourth Grade ◽  
Lesson Plans ◽  
Learning Tools ◽  
School Students ◽  
Student Activities ◽  
Critical Thinking Ability ◽  
Thinking Ability

The ability to think critically is an important ability that elementary school students must have. The ability to think critically helps students make the right decisions about what to believe and what actions to take in the present or in the future. The ability to think critically can be developed by an open-ended approach to learning mathematics. The open-ended approach uses open-ended problems that have more than one correct answer and various ways of solving. Open-ended problem is expected to motivate students to find solutions independently so that in the process students' critical thinking ability will increase. This study aims to describe the process of developing mathematics learning tools using an open-ended approach for fourth-grade elementary school students to improve critical thinking ability. The learning tools development model consists of 3 phases, namely preliminary research (needs and context analysis, review of literature, development of a conceptual or theoretical framework for the study), prototyping phase (syllabus design, lesson plans, worksheets and expert validation) and assessment phase (limited trials). The trial in this study used a one-group pretest-posttest design with the research subjects of 19 fourth-grade students at Kedungdoro I/306 elementary school. The data collection technique used a device validation sheet, an observation sheet for the implementation of lesson plans and student activities, a student response questionnaire and a critical thinking ability test. The data obtained were analyzed using the average score which was converted according to the defined categories. The results show that the learning tools developed are valid based on the assessment of the two validators, practical based on the implementation of the lesson plan and student activities in the "very good" category, and effective based on the responses of students who are in the "strong" category and student's critical thinking ability that significantly increased with medium category based on paired sample t-test and N-Gain analysis.

scholarly journals IMPROVEMENT OF MATHEMATICAL CRITICAL THINKING ABILITY OF ELEMENTARY SCHOOL STUDENTS USING REACT STRATEGY

2020 ◽  
Vol 4 (4) ◽  
Author(s):  
Eldi Fajri N ◽  
Taufina Taufina
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Elementary School Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Teachers ◽  
School Students ◽  
Primary School Teachers ◽  
Critical Thinking Ability ◽  
Thinking Ability

The purpose of this research is to find out the improvement of students' mathematical critical thinking skills in elementary school students by using the REACT strategy. This research is a classroom action research conducted in class IV at SDN 02 VII Koto Sungai Sarik Padang Pariaman . The results showed that there was an increase in students' mathematical critical thinking skills starting from the initial ability of 43.67, cycle 1 gained an average of 68.56, and cycle 2 gets an average of 83.37. So it can be concluded that there is an increase in mathematical critical thinking skills of elementary school students by using the REACT strategy. This study recommends that primary school teachers can use the REACT strategy as an effort to improve mathematical critical thinking skills of elementary school students.

Influence of ICT Media and Critical Thinking Ability to the Ability of Literacy Science Literacy Students Elementary School

2018 ◽  
Vol 6 (04) ◽  
Author(s):  
Muhammad Jiyad Prawira ◽  
Ucu Cahyana ◽  
Riana Bagaskorowati
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Elementary School Students ◽  
Science Literacy ◽  
Literacy Skills ◽  
School Students ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Literacy Ability ◽  
Power Point

This study aims to find the influence of ICT media and the ability to think critically about science literacy skills of elementary school students. This research was conducted in class V SDN Kebon Kacang 01 Jakarta. The research design used experimental method with treatment by level 2 x 2. Data analysis was carried out using 2-way variance analysis (ANOVA). The results of this study are (1) the existence of different literacy skills of students who learn to use ICT Flash media with ICT Power Point Media. (2) There is an interaction between ICT media and critical thinking ability to science literacy ability of elementary school students. (3) Science literacy ability of students who have high critical thinking ability using ICT Flash media is higher than students having high critical thinking ability using ICT Power Point Media. (4) science literacy ability of students with low critical thinking ability using ICT Flash media is lower than students having low critical thinking ability using ICT Power Point Media.

scholarly journals Developing nationalism character-based children's literature module to increase Islamic elementary school students' critical thinking

2019 ◽  
Vol 10 (2) ◽  
pp. 166
Author(s):  
Hajarudin Al Fikri
Keyword(s):  
Critical Thinking ◽  
Fourth Grade ◽  
Thinking Skills ◽  
T Test ◽  
Student Response ◽  
P Value ◽  
School Students ◽  
Critical Thinking Ability ◽  
Fourth Grade Students ◽  
Thinking Ability

This study aims at producing a literature module of children based on nationalism character to improve the critical thinking ability of fourth grade students MIN Boyolali, and measuring the effectiveness of the module use in classroom toward critical thinking ability of fourth grade students MIN Boyolali. Set within the research and development type, this study adapts 10 (ten) stages of development procedure as formulated by Borg and Gall (1983). The subjects of the research were students and teachers of grade IV MIN Boyolali. Data collection was conducted through interview and observation, product validation, teacher and student response questionnaire, and performance of pre-test and post-test—which was analyzed using independent sample t-test. Meanwhile, product effectiveness was tested through quasi experiment. The result of the research showed that the module was categorized as “fit” by material and language expert; while the media expert categorized it as "very fit". In the other hand, teacher and student responses to the use of learning module were categorized as "excellent". Further, the output of the independent sample t test showed that the p value (0.000) was less than the 0.05 significance level (p≤0.05), indicating that the module was effective to improve students' critical thinking skills.

scholarly journals Developing Learning Tools Guided Discovery Models Assisted PhET Simulations For Trainning Critical Thinking Skills High School Students

2019 ◽  
Vol 6 (4) ◽  
pp. 390
Author(s):  
U H Thohari ◽  
Madlazim Madlazim ◽  
Y S Rahayu
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Tools ◽  
School Students ◽  
Guided Discovery ◽  
Critical Thinking Ability ◽  
Thinking Ability

This research is aimed to develop learning device of Guided Discovery model with PhET simulation to trill students critical thinking skill. This research uses 4D development model and tested on 15 students of class XII IPA with test design using one group pretest-posttest design. Learning tools developed include: (a) syllabus (b) RPP, (c) student books, (d) LKS, and (e) tests students' critical thinking skills. Research data obtained through validation method, observation, test, and questionnaire. The results are analyzed descriptively quantitative and qualitative. The students' critical thinking ability is analyzed by n-gain. The result of the research shows that (a) learning device developed categorized is very valid, (b) learning activity is done very well, (c) critical thinking ability of students have moderate improvement, and (d) students respond very positively to learning which has been implemented. Based on the results of the analysis and discussion, it was concluded that the learning device of Guided Discovery with PhET simulation model developed is feasible to be used for trained critical thinking skills of high school students.

scholarly journals Pengembangan Perangkat Pembelajaran Fisika Berbasis Masalah Untuk Meningkatkan Kemampuan Berpikir Kritis

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Siti Idiatul Hasanah ◽  
Susilawati Susilawati ◽  
Joni Rokhmat
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Lesson Plans ◽  
Critical Thinking Skills ◽  
Design Stage ◽  
Learning Tools ◽  
Ability Test ◽  
Critical Thinking Ability ◽  
Thinking Ability

This study aims to develop problem-based learning tools to improve critical thinking skills that are valid, efficient, and effective for use in learning on harmonious vibration material. This research is a type of research and development (R&D) with a 4D model. At the define stage, is the initial stage for defining the problem. The design stage, designing learning device products in the form of syllabus, lesson plans, student worksheet, critical thinking skills test instruments, and learning videos. The develop stage is the development of the device from the results of the validity of the learning tools obtained from the validation results of 6 validators consisting of 3 expert validators and 3 on validators. The practicality or efficiency of the learning device is obtained from the responses of students and the learning implementation sheet. Increased critical thinking ability of students to analyze by determining the standard acquisition of the results before and after learning. The results of the validation show that the learning device components are in the very valid category for the syllabus and valid enough for lesson plans, student worksheet, critical instrument test skills, and video learning which means that they are good enough to be used in learning Reliability of the syllabus, lesson plans, student worksheet, critical thinking ability test instruments, and learning videos above 75% show all components that are in the reliable category. The results of student responses, as well as the implementation of learning are in the very practical category. Student learning outcomes have increased with a acquisition value of 0.66 which is in the medium category. Based on these results, it can change valid, efficient and effective problem-based learning tools used to improve students' thinking skills. The last stage is to disseminate the dissemination stage of the device where at this stage it is done by making journals to send

Pengaruh Model Pembelajaran Fisika Berbasis Masalah untuk Meningkatkan Kemampuan Berpikir Kritis

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Siti Idiatul Hasanah ◽  
Susilawati Susilawati ◽  
Joni Rokhmat
Keyword(s):  
Critical Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Lesson Plans ◽  
Critical Thinking Skills ◽  
Design Stage ◽  
Learning Tools ◽  
Ability Test ◽  
Critical Thinking Ability ◽  
Thinking Ability

Abstract:  This study aims to develop problem-based learning tools to improve critical thinking skills that are valid, efficient, and effective for use in learning on harmonious vibration material. This research is a type of research and development (R&D) with a 4D model. At the define stage, is the initial stage for defining the problem. The design stage, designing learning device products in the form of syllabus, lesson plans, student worksheet, critical thinking skills test instruments, and learning videos. The develop stage is the development of the device from the results of the validity of the learning tools obtained from the validation results of 6 validators consisting of 3 expert validators and 3 on validators. The practicality or efficiency of the learning device is obtained from the responses of students and the learning implementation sheet. Increased critical thinking ability of students to analyze by determining the standard acquisition of the results before and after learning. The results of the validation show that the learning device components are in the very valid category for the syllabus and valid enough for lesson plans, student worksheet, critical instrument test skills, and video learning which means that they are good enough to be used in learning Reliability of the syllabus, lesson plans, student worksheet, critical thinking ability test instruments, and learning videos above 75% show all components that are in the reliable category. The results of student responses, as well as the implementation of learning are in the very practical category. Student learning outcomes have increased with a acquisition value of 0.66 which is in the medium category. Based on these results, it can be learned that problem-based learning tools are valid, efficient and effective for use in learning and problem-based learning models that affect students’ critical thinking skills. The last stage is to disseminate the dissemination stage of the device where at this stage it is done by making journals to send. Keywords: Development of problem-based learning tools, critical thinking skills, harmonious vibration

scholarly journals Problem Posing Approach to Optimization Creative Thinking Ability on Mathematics for Elementary Students

2019 ◽  
Vol 1 (5) ◽  
Author(s):  
Reza Syehma Bahtiar ◽  
Diah Yovita Suryarini
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Creative Thinking ◽  
Mathematics Learning ◽  
Fourth Grade ◽  
Problem Posing ◽  
School Students ◽  
Learning Mathematics ◽  
Thinking Ability ◽  
Creative Thinking Ability

Mastery in creative thinking ability on Elementary school students have become a central issue in Indonesia education system. The ability to think creatively in learning Mathematics is needed in solving the problems, especially the problem in the form of stories. This study aimed to investigate the use of Problem Posing approach on creative thinking ability of elementary school students. The study is descriptive qualitative study. The students of fourth grade of elementary school were chosen as subject of the research. The data collected from the result of observation sheet and test and then analyzed using the scoring indicator rubrics, developed by Siswono. The result of this study showed that (1) By applying the problem posing approach, the activities of fourth grader elementary school students have increase in mathematics learning about the story problem on calculating mixed operations and (2) the application of the problem posing approach can improve the creative thinking ability of fourth grade students.

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